Handbook Of Natural History: Being An Explanation Of Boucard's Series Of Pictorial Diagrams & Natural Specimens, Illustrative Of Human Physiology, Zoology, Botany, Geology, And Mineralogy - Softcover

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Handbook of natural history: being an explanation of Boucard's series of pictorial diagrams & natural specimens, illustrative of human physiology, zoology, botany, geology, and mineralogy - 1874 - We earnestly request all persons engaged in tuition, who l appreciate the advantages of this mode of instruction, and make use of these diagrams, to have the kindness to transmit their observations to us, both as regards the composition and - ar-rangement of this work, and also on the method of teaching mhich they hhre adopted. Such information will enable us to correct and improve future editions and - we shall feel it a duty to acknowledge the source from whence we shall have received any advice which may aid in tohe improvement of this work. A. BOUCARD - PREFACE. - IF the study of the sciences is so much neglected in England at present, it is certainly not for the want of illustrious professors, for we may congratulate ourselves on always possessing men of the first rank in science. Nevertheless, the great . majority of all classes are scarcely acquainted with even the rudiments of these branches of knowledge, because the primary instruction of children does not include any of these very useful sciences, which would be a real amusement to them, and which are of such numerous andfrequent application in the arts, industry, agriculture, commerce, and, in short, the ordinary business of life. What is to be done to remedy this state of things We must inspire and develop a taste for the sciences from infancy, and for this purpose must select one of the simplest and most attractive practical sciences, which is also of very frequent application. Natural History will certainly answer our purpose best. In truth, the peculiar attraction which natural history possesses for chi1ik. e i s so striking that most writers of alphabets and other elementary books, try to make them interesting to the scholars by giving pictures and descriptions of animals. Unfortunately, these pictures are often bad, and represent the rat of the same size as the lion and thus tend to mislead the notioas of children and the descriptions are generally no better than the pictures in this respect. We were inclined to think that natural objects, or good diagrams, of the natzcral size, and coloured, would amuse the pupil, by showing him how he feels and breathes how the grain of 2orn germinates how the trunk of the oak-tree is developed or by shoving him iron and copper ores, and telling him how brass and steel are made, C., C., all subjects the application of which will be met with at every step in the ordinary course of life. The fist instruction for the child cannot be designed to teach many things, but ought to succeed in instilling into his mind the love of study, and to lead him to reflect. It is therefore necessary that while teaching him, we should also amuse and interest him, show him the value of knowledge, and improve his mind by a-ivakening his intelligence. - The results of such a stady are easy to foresee. The mind of the child is accustomed to compare objects with each other, and he becomes more exact in his appreciation of different things, his reason is developed, and is especially raised by the instinctive admiration which he feels for all the wonders of Creation, as he learns to know all their perfection and admirable order. To ma. ke our work as practically useful as possible, me have made use of the observations of young children scarcely able . to read, who have thus aided us, as it were, in the preparation of the book...